SGC 513 College and Career Readiness for All Students

Campbellsville University School of Education G2, 2017 SGC 513 College and Career Readiness for All Students

Instructor: Dr. Lisa Allen Office Phone: (270) 789-5506 Office Hours: Mondays 8:00 – Noon; Tuesdays – Fridays 8:00 – 5:00 Cell Phone: (502) 507-1523 *No calls after 9:00 pm EST Email: [email protected]

Adobe Connect Classroom—Mondays 6:00-7:15 pm EST

Campus Security numbers: Office (270) 789-5556, Cell (270) 403-3611

“Empowerment for Learning”

Textbook:

Niles, S. & Harris-Bowlsbey, J. (2016). Career Development Interventions in the 21st Century, Pearson.

Pre-requisites: None

Course Description:

This course focuses on career development theories and decision making models, career and educational planning and placement, and career development program planning, organization, implementation, administration and evaluation. Candidates will learn career counseling processes, techniques, and resources, including those applicable to specific populations in order to facilitate successful transition from P-12 education to college and careers. They will learn the interrelationships among and between work, family, and other life roles and factors including the role of diversity and gender in career development. PROFESSIONAL STANDARDS addressed in this course: Kentucky CAEP CACREP CACREP Aligned Kentucky Guidance CU InTASC ILA TSSA ISLLC Advanced Common School with Standards Counselor Diversity Standards Standards Core Counselor for Program Indicators for Areas Professional Assessment Guidance Objectives Teaching Knowledge, (point Counseling and and Skills, and values) Programs Curriculum Learning Practices

Individual C.1.a, C.2.e 4 f 2 b 6 c, h, I, 2, 3, 5 I D, II 1 C, D, A.1.1, 4.e D.2 Student 7 b, d, f A, C, E, 2 A, A.1.2 Improvemen D, V E, I, 4 t Plan for B, D A ACT 100 pts.

Obj. 4, 5, 7 Weekly C.1.a, C.2.e 4.a, b, c, d, e, A.7, 1.g, 6 c, h, f, 2, 3, 4, 5, 6 I D, 1 A, B, A.1.1, 4.a, b, c, C.2, 4, D.2 Quizzes f, g, h, i 2.d, 3.c, i, 7 b, d, E, II C, D, A.1.2 d, e, f, g 80 pts. 4.d, 5.a, 7.f f, 9 a, b, A, B, E, 2 A, e, f, 10 C, D, B, C, Obj. 1-9 b, d, e, f, E, III D, E, g, i A, B, H, I, 4 D, E, A, B, V A, C, D, 5 B, D A, B, C, D, E Field C.2.e 4.b, d, e, f, g, A.7, 1.g, 6 f, i, 8 i, 3, 6 I D, II 1 A, B, A.1.1, 4.b, d, e, C.2, 4, D.2 Experience h, i 2.d, 3.c, 9 e, f, 10 B, C, C, D, A.1.2, f, g Assignment 4.d, 5.a, 7.f b, d, e, D, E, E, 2 A, A.2.1, 100 pts. g, i III A, B, C, A.2.2 B, D, D, H, Obj.4, 5, 6, E, V I, 4 A, 7, 9 A, B, B, C, D D, 5 A, B, C, D, E Discussion C.1.a, C.2.e 4.a, b, c, d, e, A.7, 1.g, 6 c, h, f, 2, 3, 4, 5, 6 I D, 1 A, B, A.1.1, 4.a, b, c, C.2, 4, D.2 Forums f, g, h, i 2.d, 3.c, i, 7 b, d, E, II C, D, A.1.2 d, e, f, g 80 pts. 4.d, 5.a, 7.f f, 9 a, b, A, B, E, 2 A, e, f, 10 C, D, B, C, Obj. 1-9 b, d, e, f, E, III D, E, g, i A, B, H, I, 4 D, E, A, B, V A, C, D, 5 B, D A, B, C, D, E Class C.1.a, C.2.e 4.a, b, c, d, e, A.7, 1.g, 6 c, h, f, 2, 3, 4, 5, 6 I D, 1 A, B, A.1.1, 4.a, b, c, C.2, 4, D.2 Participation f, g, h, i 2.d, 3.c, i, 7 b, d, E, II C, D, A.1.2 d, e, f, g 80 pts. 4.d, 5.a, 7.f f, 9 a, b, A, B, E, 2 A, e, f, 10 C, D, B, C, Obj. 1-9 b, d, e, f, E, III D, E, g, i A, B, H, I, 4 D, E, A, B, V A, C, D, 5 B, D A, B, C, D, E

Kentucky Standards For Guidance Counseling Programs Addressed:

C.1.a. use, management, analysis, and presentation of data from school-based information (e.g., standardized testing, grades, enrollment, attendance, retention, placement, surveys, interviews, focus groups, and needs assessment) to improve student outcomes; C.2.e. developmental approaches to assist all students and parents at points of educational transition (e.g., home to elementary school, elementary to middle to high school, high school to postsecondary education and career options). Kentucky Guidance Counselor Program Objectives and Curriculum Addressed:

4.a career development theories and decision-making models; 4.b. career, avocational, educational, occupational and labor market information resources, visual and print media, computer-based career information systems, and other electronic career information system; 4.c. career development program planning, organization, implementation, administration, and evaluation; 4.d. interrelationships among and between work, family, and other life roles and factors including the role of diversity and gender in career development; 4.e. career and educational planning, placement, follow-up, and evaluation; 4.f. assessment instruments and techniques that are relevant to career planning and decision making; 4.g. technology-based career development applications and strategies, including computer-assisted career guidance and information systems and appropriate world-wide web sites; 4.h. career counseling processes, techniques, and resources, including those applicable to specific populations; and 4.i. ethical and legal considerations.

Council For Accreditation of Counseling and Related Educational Programs (CACREP) Common Core Curricular Areas Addressed:

4.a. career development theories and decision-making models; 4.b. career, avocational, educational, occupational and labor marked information, resources, and career information systems; 4.c. career development program planning, organization, implementation, administration, and evaluation; 4.d. interrelationships among and between work, family, and other life roles and factors including the role of multicultural issues in career development; 4.e. career and educational planning, placement, follow-up, and evaluation; 4.f. assessment instruments and techniques relevant to career planning and decision making; and 4.g. career counseling processes, techniques, and resources, including those applicable to specific populations in a global economy.

Council For Accreditation of Counseling and Related Educational Programs (CACREP) School Counselor Professional Knowledge, Skills, and Practices Addressed:

C.2. Knows how to design, implement, manage, and evaluate programs to enhance the academic, career, and personal/social development of students. C.4. Knows how to design, implement, manage, and evaluate transition programs, including school-to-work, postsecondary planning, and college admissions counseling. D.2. Provides individual and group counseling and classroom guidance to promote the academic, career, and personal/social development of students. CU Diversity Proficiencies (from KSGCP) Addressed:

A.7. Understands the role of racial, ethnic, and cultural heritage, nationality, socioeconomic status, family structure, age, gender, sexual orientation, religious and spiritual beliefs, occupation, physical and mental status, and equity issues in school counseling. 1. g. Advocates to address institutional and social barriers that impede access, equity, and success for clients. 2.d. Understands the counselors’ roles in social justice advocacy and conflict resolution, cultural self-awareness, the nature of biases, prejudices, processes of intentional and unintentional oppression and discrimination to the growth of the human spirit, mind, or body. 3.c. Understands human behavior including an understanding of developmental crises, disability, exceptional behavior, addictive behavior, psychopathology, and situational and environmental factors that affect both normal and abnormal behavior. 4.d. Understands interrelationships among and between work, family, and other life roles and factors including the role of diversity and gender in career development. 5.a. Develops counselor and consultant characteristics and behaviors that influence helping processes including age, gender, and ethnic differences, verbal and nonverbal behaviors and personal characteristics, orientations, and skills. 7.f. Understands age, gender, sexual orientation, ethnicity, language, disability, culture, spirituality, and other factors related to the assessment and evaluation of individuals, groups, and specific populations.

Interstate Teacher Assessment and Support Consortium (InTASC) Addressed:

InTASC 6 Assessment InTASC 7 Planning for Instruction InTASK 8 Instructional Strategies InTASC 9 Professional Learning and Ethical Practice InTASC 10 Leadership and Collaboration

International Literacy Association (ILA) Addressed:

Standard 2 Curriculum and Instruction Standard 3 Assessment and Evaluation Standard 4 Diversity Standard 5 Literate Environment Standard 6 Professional Learning and Leadership

Council for Accreditation of Educator Programs (CAEP) Standards for Advanced Programs Addressed:

Standard A.1 Content and Pedagogical Knowledge Standard A.2 Clinical Partnerships and Practice

Technology Standards for School Administrators (TSSA) Addressed:

Standard I. Leadership and Vision Standard II. Learning and Teaching Standard III. Productivity and Professional Practice Standard V. Assessment and Evaluation

Educational Leadership Policy Standards (ISLLC) Addressed:

Standard 1 Facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders Standard 2 Advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth Standard 4 Collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources Standard 5 Acting with integrity, fairness, and in an ethical manner

SPECIFIC OBJECTIVES:

Upon completion of this course:

1. Candidates will explain the evolution of career development intervention and discuss the impact career decisions have on personal self-worth and multiple life roles. 2. Candidates will identify key components of theories of career development and will determine situations when they are applicable. 3. Candidates will analyze culture-specific models of career development intervention and will determine situations when they are applicable. 4. Candidates will analyze the relationship of assessment and the career planning process utilizing key assessments utilized by their students (ILPs, EPAs, ASVAB, etc.) 5. Candidates will explore college and career information and resources and the school counselor’s role in using these resources with students to plan for their future. 6. Candidates will explore and evaluate technology resources utilized in college and career counseling. 7. Candidates will identify college and career development interventions appropriate for students at each grade level (elementary, middle, and high). 8. Candidates will discuss ethical issues related to college and career development interventions. 9. Candidates will gain a working understanding of IDEA, FERPA, FAPE, Section 504, and ARC processes and procedures and the responsibilities of school counselors in ensuring students equitable learning opportunities in the least restrictive environment.

COURSE TASKS/Requirements:

Class Participation (80 pts.) Candidates will be graded on their attendance in the synchronous class times and their ability to ask pertinent questions and critically discuss issues related to the learning activities of the class, ie. small and large group online discussions, study questions and reflective writing assignments.

Individual Student Improvement Plan for ACT (100 pts.) Candidates will analyze PreACT or ACT results for a student and write an improvement plan that is linked to Kentucky Academic Standards (KAS) and College and Career Readiness Anchor Standards to help a student prepare to take or retake the ACT.

Quizzes (80 pts.) Candidates will take weekly quizzes that address the major topics of this course.

Field Experiences (100 pts.)Candidates will work with students preparing for college and career utilizing college/career tools mandated by Kentucky (e.g. Individual Learning Plans). (10 hours)

Candidates will observe an ARC meeting and will interview a school counselor about their role and responsibilities in the ARC process and will compare the meeting and what the school counselor reports with laws governing education for students with disabilities ( ie. IDEA, FAPE, Section 504) in a written reflection. (3 hours)

Candidates will interview a vocational rehabilitation counselor about services they provide for students with disabilities in college and the workplace and how school counselors can best facilitate student transition from school-based services to community based services and write a reflection. (1 hour)

Discussion Forums (80 pt.s) Participation in discussion forums includes an initial response to the discussion forum prompt provided by the professor and responding to a minimum of two other classmates’ responses per discussion forum. Discussion forums are based on readings for the course and are designed to begin the conversation about the course content for the week. They prepare students for the activities and assignments for the week, so it is crucial for the class that they are completed during the week they are assigned. For this reason, students will not receive credit for discussion forums that are completed late for any reason. When you complete your forums late, not only are you not prepared for class that week, but you are impacting how prepared your fellow classmates are as well. If you choose to put your forums off until the last minute and an emergency arises, an extension will not be granted. All discussion forums for the week are due on Saturday evenings at midnight EST.

EVALUATION Process and expectations:

Candidate work will be evaluated utilizing rubrics and scoring guides. Built into all rubrics are criteria for making connections between the course content and your current practice. In addition, rubrics contain criteria for adherence to due dates, APA style, and length. All assignments for the course are due Saturday night at midnight EST of the week they appear on the Moodle Class.

GRADING SCALE: A 90-100% B 80-89% C 70-79% D 60-69% F 0-59%

RUBRICS:

Individual Student Improvement Plan for ACT Scoring Guide 100 pts.

Candidates will analyze PreACT or ACT results for a student and write an improvement plan that is linked to Kentucky Academic Standards (KAS) and College and Career Readiness Anchor Standards to help a student prepare to take or retake the ACT.

CRITERIA 90-100 80-89 70-79 BELOW 70 ANALYISIS Analysis section Analysis section Analysis Analysis section compares the compares section identifies KSGCP: C.1.A, C.2.E student discussion of the compares the student KGCPOC: 4 F composite score student student composite score INTASC: 6 C, H, I, 7 and subscores to composite and composite and and subscores B, D, F CAEP STANDARDS college subscores to subscores to on the ACT. FOR ADVANCED readiness college college PROGRAMS: A.1.1, benchmark readiness readiness A.1.2 scores and benchmark benchmark school and state scores and scores or average scores. school and state school and state Percentile average scores. average scores. rankings are Percentile Percentile also included in rankings are rankings may the discussion. included in the or may not be Individual discussion. included in the components of discussion. subscores are explored as areas for improvement are identified. IMPROVEMEN Specific Specific Specific Specific T AREAS AND improvement improvement improvement improvement STANDARDS areas identified areas identified areas identified areas identified from score from score from score based on criteria KSGCP: C.1.A, C.2.E report analysis report analysis report analysis other than the KGCPOC: 4 F are tagged to are tagged to are not tagged score report. INTASC: 6 C, H, I, 7 B, D, F KAS and KAS or College to KAS or CAEP STANDARDS College and and Career College and FOR ADVANCED Career Readiness Career PROGRAMS: A.1.1, Readiness Standards. Readiness A.1.2 Standards. Standards. IMPROVEMEN Improvement Improvement Improvement Improvement T PLAN plan documents plan documents plan documents plan documents specific overall general overall specific overall specific overall KSGCP: C.1.A, C.2.E goals and goals and goals but is goals but is KGCPOC: 4 F objectives, objectives, missing one or missing several INTASC: 6 C, H, I, 7 B, D, F action steps, action steps, more of the of the other CAEP STANDARDS resources resources other components- FOR ADVANCED needed, persons needed, persons components- objectives, PROGRAMS: A.1.1, responsible, and responsible, and objectives, action steps, A.1.2 a specific a general action steps, resources timeline for timeline for resources needed, persons completion. completion. needed, persons responsible, and responsible, a specific and a timeline timeline for for completion. completion. SUPPORT Plan is logical Plan is logical Plan is Plan is not and supported but made with logical but logical. KSGCP: C.1.A, C.2.E by little or loose not KGCPOC: 4 F information support from supported. INTASC: 6 C, H, I, 7 B, D, F from the text the text and/or CAEP STANDARDS and/or articles. FOR ADVANCED articles. PROGRAMS: A.1.1, A.1.2

KSGCP: C.1.A, C.2.E Plan makes Plan makes Plan makes No attempt is KGCPOC: 4 F clear loose little made to connect INTASC: 6 C, H, I, 7 B, D, F connections connections to connection to to SGC content. CAEP STANDARDS to SGC SGC content. SGC content. FOR ADVANCED content. PROGRAMS: A.1.1, A.1.2

LENGTH More than five Four to five Three to four Less than three full pages of pages of content pages of pages of content content content MECHANICS Plan is free A few Several Grammar, from grammar, grammar, spelling, and grammatical, spelling, or spelling, and punctuation spelling, or punctuation punctuation errors impede punctuation errors exist, errors exist. the errors. but they do understanding not impact the of the reader. understanding of the reader.

TIMELINESS Assignment is Assignment is Assignment is Assignment is submitted by submitted one submitted two submitted more the due date. day late. days late. than two days late.

Discussion Forum Scoring Guide

Participation in discussion forums includes an initial response to the discussion forum prompt provided by the professor and responding to a minimum of two other classmates’ responses per discussion forum. Discussion forums are based on readings for the course and are designed to begin the conversation about the course content for the week. They prepare students for the activities and assignments for the week, so it is crucial for the class that they are completed during the week they are assigned. For this reason, students will not receive credit for discussion forums that are completed late for any reason. When you complete your forums late, not only are you not prepared for class that week, but you are impacting how prepared your fellow classmates are as well. If you choose to put your forums off until the last minute and an emergency arises, an extension will not be granted. All discussion forums for the week are due on Saturday evenings at midnight EST.

Initial Response 4 pts.

Category 4 3 2 1 General All topics All topics Some topics The prompt is Assignment introduced in the introduced in the introduced in the not addressed in prompt are fully prompt are prompt are the response. KSGC C.1.a, C.2.e addressed. addressed. addressed. KCPGO 4.a, b, c, d, e, f, g, h, i InTASC 6 c, h, f, i, 7 b, d, f, 9 a, b, e, f, 10 b, d, e, f, g, i CAEP Standards for Advanced Programs A.1.1, A.1.2

Length More than 10 7-10 complex 4-6 sentences. 1-3 sentences complex sentences. sentences.

Support Arguments Arguments Arguments Arguments and/or statements and/or statements and/or statements and/or statements KSGC C.1.a, C.2.e are logical and are logical but are logical but are not logical. KCPGO 4.a, b, c, d, supported by made with little not supported. e, f, g, h, i InTASC 6 c, h, f, i, information from or loose support 7 b, d, f, 9 a, b, e, f, the text and from the text and 10 b, d, e, f, g, i articles. articles. CAEP Standards for Advanced Programs A.1.1, A.1.2

Connections Response makes Response makes Response makes No attempt is clear loose little real life made to connect KSGC C.1.a, C.2.e connections to connections to connection. prompt to real KCPGO 4.a, b, c, d, current or past current or past life situations. e, f, g, h, i InTASC 6 c, h, f, i, experiences in experiences in 7 b, d, f, 9 a, b, e, f, the classroom, the classroom, 10 b, d, e, f, g, i school, or school, or CAEP Standards political political for Advanced environment. environment. Programs A.1.1, A.1.2

Response to Peer (You must respond to two peer initial responses per discussion forum) 3 pts. each

Category 3 2 1 General Assignment Response provides Response provides no Student does not constructive constructive respond to the initial KSGC C.1.a, C.2.e criticism or criticism and response or the KCPGO 4.a, b, c, d, e, f, information. demonstrates little response is g, h, i InTASC 6 c, h, f, i, 7 b, understanding of the inappropriate. d, f, 9 a, b, e, f, 10 b, d, e, content. f, g, i CAEP Standards for Advanced Programs A.1.1, A.1.2

Length More than 5 3-5 complex 1-2 sentences. complex sentences. sentences. Field Experience Reflection Scoring Guide 100 pts.

Category 90-100 80-90 70-80 Below 70 General Reflection Reflection Reflection Reflection only Assignment contains contains contains contains information from information from information from information from KSGC C.2.e all parts of the all parts of the most of the field a small part of KGCPOC 4.b, d, e, field experience field experience, experience. the field f, g, h, i InTASC 6 f, i, 8 i, 9 in equal amounts but some are experience. e, f, 10 b, d, e, g, i more developed CAEP Standards than the others. for Advanced Programs A.1.1, A.1.2, A.2.1, A.2.2

General Overall The parts of the The reflection Reflection Assignment topics/headings field experience contains a list of contains little are developed are in separate experiences and information. KSGC C.2.e and supported un-integrated with little real KGCPOC 4.b, d, e, with information sections of the reflection. f, g, h, i InTASC 6 f, i, 8 i, 9 from entire field paper. e, f, 10 b, d, e, g, i experience. CAEP Standards for Advanced Programs A.1.1, A.1.2, A.2.1, A.2.2

Length Five or more full Four to five full Three to four full Less than three pages of content pages of content pages of content full pages of content Support Observations Observations Observations Observations and/or statements and/or statements and/or statements and/or statements KSGC C.2.e are logical and are logical but are logical but are not logical. KGCPOC 4.b, d, e, supported by made with little not supported. f, g, h, i InTASC 6 f, i, 8 i, 9 information from or loose support e, f, 10 b, d, e, g, i the text and/or from the text CAEP Standards articles. and/or articles. for Advanced Programs A.1.1, A.1.2, A.2.1, A.2.2

Connections Reflection makes Reflection makes Reflection makes No attempt is clear connections loose little connection made to connect KSGC C.2.e to SGC content connections to to SGC content. the experience to KGCPOC 4.b, d, e, f, g, h, i SGC content. SGC content. InTASC 6 f, i, 8 i, 9 e, f, 10 b, d, e, g, i CAEP Standards for Advanced Programs A.1.1, A.1.2, A.2.1, A.2.2

Mechanics Response is free A few grammar, Several Grammar, from spelling, or grammar, spelling, and grammatical, punctuation spelling, and punctuation spelling, or errors exist, but punctuation errors impede the punctuation they do not errors exist. understanding of errors. impact the the reader. understanding of the reader. Timeliness Assignment is Assignment is Assignment is Assignment is submitted by the submitted one submitted two submitted more due date. day late. days late. than two days late.

Disability Statement: Campbellsville University is committed to reasonable accommodations for students who have documented learning and physical disabilities, as well as medical and emotional conditions. If you have a documented disability or condition of this nature, you may be eligible for disability services. Documentation must be from a licensed professional and current in terms of assessment. Please contact the Director of Disability Services at (270) 789-5450 to inquire about services. .

Plagiarism Policy Campbellsville University’s policy on Academic Integrity states: “Each person has the privilege and responsibility to develop one’s learning abilities, knowledge base, and practical skills. We value behavior that leads a student to take credit for one’s own academic accomplishments and to give credit to others’ contributions to one’s course work. These values can be violated by academic dishonesty and fraud.” (2015-17 Bulletin Catalog). Plagiarism and cheating are examples of academic dishonesty and fraud and neither will be tolerated in this course. Plagiarism is quoting or paraphrasing a phrase, a sentence, sentences, or significant amounts of text from a web or print source, without using quotation marks and without a citation. The plagiarist submits the work for credit in a class as part of the requirements for that class. Examples of cheating include cheating on a test (copying off someone else’s paper) or an assignment (e.g., development of a lesson plan) and submitting the work as your own. If a student commits plagiarism or cheats in this course, the professor will decide on one of two penalties: (a) an F on that assignment or (b) an F in the course. The student’s Dean and the Vice- President for Academic Affairs will be notified of either consequence.

Campbellsville University’s Online Attendance Policy Bi-term and 8 week terms: Online students must participate weekly as defined by the professor in the syllabus. After 1 week (12.5%, 1/8th of the scheduled classes) without contact the student will be issued an official warning. After the second week (25%, 1/4th of the scheduled class) without contact the student would fail the course and a WA would be recorded.

Incomplete Statement A grade of “I” is assigned to a student when the course requirements are not completed due to illness, accident, death in the immediate family, or other verifiable, extenuating circumstances. The course requirements to change the “I”; grade must be completed within 12 months from the time awarded. It is the student’s responsibility to complete requirements within the 12 month period. It is the professor’s responsibility to change the grade by filling out the proper forms in the Office of Student Records.

Title IX Statement: Campbellsville University and its faculty are committed to assuring a safe and productive educational environment for all students. In order to meet this commitment and to comply with Title IX of the Education Amendments of 1972 and guidance from the Office for Civil Rights, the University requires all responsible employees, which includes faculty members, to report incidents of sexual misconduct shared by students to the University's Title IX Coordinator.

Title IX Coordinator: Terry VanMeter 1 University Drive UPO Box 944 Administration Office 8A Phone – 270-789-5016 Email – [email protected]

Information regarding the reporting of sexual violence and the resources that are available to victims of sexual violence is set forth at: www.campbellsville.edu/titleIX

Student Academic Progress (SAP) Department of Education federal regulations require Campbellsville University to monitor its student's academic progress to ensure that they maintain a minimum standard GPA and make steady progress toward degree completion. Students who do not meet the SAP requirements may lose their financial aid eligibility. All students that were enrolled during the current school year and those who have submitted a FAFSA for the upcoming year will be evaluated for SAP at the end of each term including summer. See your Student Handbook for specific details and/or discuss with your advisor.

Communication Requirement Students are expected to activate and regularly use the university provided email domain [email protected]) for all email communication for this class.

Disposition Assessment Dispositions in teacher education preparation refer to behaviors and attributes while interacting on campus, online, and in clinical experiences with students, families, colleagues, communities, and faculty. Such dispositions are necessary to the empowerment for learning process stemming from the unit mission, conceptual framework, state codes of ethics, and national standards. Campbellsville University’s educator preparation program strives to lead candidates in the self- efficacy process of recognizing when their own dispositions shall be developed in the Pre-Professional Growth Plan (PPGP).

Candidates (CU students) will be introduced to the education program’s conceptual framework, which includes disposition expectations in the introductory courses and will also become familiar with and commit to the Codes of Ethics for Professional Educators which delineates behaviors for teachers related to students, parents and colleagues. In addition, candidates must adhere to the CU Computer Resource Acceptable Use Policy that includes posting information, videos, pictures, etc.,that infringe on copyright laws or is deemed inappropriate by the mission of CU and the School of Education (p 50, ST Handbook). This includes both on campus and off campus activities. Although the unit has adopted a “Disposition Recommendation” form for general use, it is understood that dispositions are also evaluated during instructional opportunities through field and clinical experiences and regular course opportunities. All disposition data are collected and filed in the student’s School of Education binder.

CU Philosophy of Behavior was founded with the goal of providing a quality education along with Christian values. Learning takes place guided by Christ-like concern and behavior on campus and online. A student whose conduct violates stated behavioral expectations faces specific disciplinary sanctions.

REFERENCES:

Resources

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Gysbers, N. (2013). Career-ready students: A goal of comprehensive school counseling programs. Career Development Quarterly, 61, 283-288.

Hamblet, E. (2014). Nine strategies to improve college transition planning for students with disabilities. Teaching Exceptional Children, 46(3), 53-59.

Lapan, R., Poynton, T., Marcotte, A., Marland, J. & Milam, C. (2017). College and career readiness counseling support scales. Journal of Counseling & Development, 95(1), 77-86.

Lapan, R., Whitcomb, S., & Aleman, N. (2012). Connecticut professional school counselors: College and career counseling services and smaller ratios benefit students. Professional School Counseling, 16(2), 117-124.

Lautz, J., Hsawkins, D., & Perez, A. (2012). The high school visit: Providing college counseling and building crucial K-16 links among students, counselors, and admissions officers. Journal of College Admission, 214, 108-116.

Lepre, C. (2007). Getting through to them: Reaching students who need career counseling. Career Development Quarterly, 56(1), 74-84.

Mathis, J. (2010). Increasing the capacity of college counseling through video game design. Journal of College Admission, n209 14-23. (EJ906626)

McCuen, R. & Greenberg, J. (2009). Educating guidance counselors on engineering as a career and academic choice. Journal of Educational Issues in Engineering Education & Practice, 135(3), 91-94.

Ohrt, J., Lambie, B., & Leva, K. (2009). Supporting Latino and African-American students in advanced placement courses: A school counseling program’s approach. Professional School Counseling, 13(1), 59-63.

Prescod, D. & Daire, A. (2013). Career intervention considerations for unwed young black mothers in the United States. Adultspan Journal, 12(2), 91-99.

Savitz-Romer, M. (2012). The gap between influence and efficacy: College readiness training, urban school counselors, and the promotion of equity. Counselor Education & Supervision, 51(2), 98-111.

Schmidt, C., Hardinge, G., & Rokutani, L. (2012). Expanding the school counselor repertoire through STEM-Focused career development. Career Development Quarterly, 61(1), 25-35.

Yun-Jeong, S. & Kelly, K. (2013). Cross-cultural comparison of the effects of optimism, intrinsic motivation, and family relations on vocational identity. Career Development Quarterly, 61(2), 141-160.